Abstract
Learning reflections are prevalent in pre-service teaching training, but relatively rare in the context of legal study. This paper centers on my learning reflections that spin off from my thesis titled Reveries and Reflections of a Law School Student: An Autoethnographic Inquiry as partial fulfillment of the postgraduate law degree from The University of Hong Kong (HKU). In response to an article titled Reflections on a Master of Laws in Human Rights Program [LLM(HR)] in Asia (2011) authored by Professor Kelley Loper, the then HKU LLM(HR) program director, I reflect on (i) reasons for pursuing this LLM(HR) program and whether my written motives and latent motives reconcile with each other; (ii) suggestions on the curriculum through my interdisciplinary learning experience coupled with my service as a student representative for this LLM(HR) program and for the Faculty Board respectively in Academic Year 2024-25; and (iii) to what extent my expectations have been fulfilled as I am now an alumnus. Implications are drawn from theoretical, pedagogical and teleological implications. Theoretically, this paper bridges the research gap of legal autoethnography as an under-researched genre to contribute to new knowledge and to form a community of scholars (Harris 2005, 424). Pedagogically, students play an important role to build a community of practice (Wenger 1998) and student feedback helps bridge the theory and practice and enhance teaching and learning. In so doing, it is hoped that more people situate and understand domestic and international human rights in context and understand the complexities of the world.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Autoethnography, Reflections, Student, Law, Human Rights, Curriculum, University, Hong Kong
